International Electronic Journal of Mathematics Education

Modeling with the Software 'Derive' to Support a Constructivist Approach to Teaching
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2007 - Volume 2 Issue 1, pp. 1-15
  • Published Online: 02 Feb 2007
  • Article Views: 562 | Article Download: 2
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Andresen M. Modeling with the Software 'Derive' to Support a Constructivist Approach to Teaching. Int Elect J Math Ed. 2007;2(1), 1-15.
APA 6th edition
In-text citation: (Andresen, 2007)
Reference: Andresen, M. (2007). Modeling with the Software 'Derive' to Support a Constructivist Approach to Teaching. International Electronic Journal of Mathematics Education, 2(1), 1-15.
Chicago
In-text citation: (Andresen, 2007)
Reference: Andresen, Mette. "Modeling with the Software 'Derive' to Support a Constructivist Approach to Teaching". International Electronic Journal of Mathematics Education 2007 2 no. 1 (2007): 1-15.
Harvard
In-text citation: (Andresen, 2007)
Reference: Andresen, M. (2007). Modeling with the Software 'Derive' to Support a Constructivist Approach to Teaching. International Electronic Journal of Mathematics Education, 2(1), pp. 1-15.
MLA
In-text citation: (Andresen, 2007)
Reference: Andresen, Mette "Modeling with the Software 'Derive' to Support a Constructivist Approach to Teaching". International Electronic Journal of Mathematics Education, vol. 2, no. 1, 2007, pp. 1-15.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Andresen M. Modeling with the Software 'Derive' to Support a Constructivist Approach to Teaching. Int Elect J Math Ed. 2007;2(1):1-15.

Abstract

This article reports on a research project, which was part of the research- and development project World Class Math and Science. The objectives of this part of the project were to research the potentials of computer use in upper secondary school mathematics for the teaching of differential equations from a modeling point of view. The project involved small scale teaching experiments with changes at two levels from the traditional viewpoint on school mathematics: 1) Change of view at curriculum level on the subject differential equations and 2) Change of view at the level of didactical reflections on the intentions of modeling and using models. The article discusses how students’ use of laptops can serve as a means for both changes by replacing complex, time consuming expressive modeling with more controlled exploration of differential-equations models. Finally, the perspectives for the teaching and learning of mathematics of such changes are discussed. 

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.